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7.3. Holistic and inquiry-based ESD in chemistry
Eligible pedagogical models for teaching ESD in chemistry are based on socio-constructivist 
and critical context-based learning theories, which was demonstrated in this thesis with the 
help of three new pedagogical models (see Figures 5., 7. and 8. and 
Article IV
).
The six main elements of a holistic approach to ESD in basic chemistry are repeatedly 
recognised in research literature (see Figure 8. and e.g., Marks & Eilks, 2009; Watson et al., 
2013; Zoller, 2012): interdisciplinarity, topical socio-scientific issues, societal co-operation 
with stakeholders, social interaction among students, socio-scientific argumentation practices 
and student-centred IBL methods. Similar elements are also recognised by Zoller (2012), who 
states: ”
Meaningful chemistry and science education for sustainability is envisioned as a 
teaching approach that is interdisciplinary, and promotes critical system thinking, problem 
solving, and decision-making, with the ultimate goal of increasing higher-order cognitive 
skills learning. Students educated in such a way could develop the capacity of evaluative 
system thinking and transfer and apply these skills and practices beyond science disciplines’ 
specificities in the complex interwoven STSE systems context.
” Holistic STSE education in 

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chemistry touches upon the moral, political and environmental aspects of daily-life science, 
technology, society and environment (Pedretti & Nazir, 2011; Zeidler et al., 2005). 
The pedagogical approach to teaching SSI in ESD can be divided in three phases (see Figure 
5.). The teaching of SSI often seems to begin with the introduction of the socio-cultural 
causes of an issue and then continuing to the environmental chemistry aspects related to 
ecology. Subsequently, the co-operative and value-driven practices are fostered through 
examples of opportunities for action in sustainable or unsustainable future scenarios, possibly 
involving all three dimensions of sustainable development. However, the economical aspects 
seem to be the least discussed dimension when compared to the aspects bound to ecology and 
the socio-cultural dimension. In addition to the empirical student argumentation study 
presented in this thesis (see